Lesson 6 - Pathways and Balances
Creative Movement Stories
•Reception
•Gymnastics
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How can we create our own movement story using different pathways and balances?
Learning Objectives
- To choose 3 point or patch balances from the Giant's story and use them in a sequence
- To link balances by travelling using square and triangle pathways
- To use clear start and finish shapes in their movement sequence
Key Outcomes
- Students will create their own Giant's story sequence using 3 chosen balances
- Students will demonstrate travelling along geometric pathways with control
- Students will perform sequences with recognisable start and finish positions
Equipment & Resources Required
Spread around the space to create individual work areas
Alternative: Carpet squares or marked floor areas
Used to mark out square and triangle pathways
Alternative: Bean bags, hoops, or masking tape lines
Display where all children can see for reference
Alternative: Hand-drawn diagrams on whiteboard
For children to self-assess their sequence components
Alternative: Simple picture checklist sheets
Key Vocabulary
A balance where you balance on small parts of your body like hands, feet, or head
A balance where you balance on larger parts of your body like your back, tummy, or side
The route or track you follow when moving from place to place
A series of movements linked together in order, like telling a story with your body
The shape you make with your body at the beginning of your sequence
The shape you make with your body at the end of your sequence
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students know basic point and patch balances from previous Giant's story lessons
- Students can perform simple travelling actions like rolling and crawling
- Students understand the concept of following instructions in movement
Current Skills
- Selecting and combining balances into sequences
- Following geometric pathways while maintaining balance control
- Using clear start and finish positions to frame sequences
Next Steps
- Creating more complex sequences with varied levels
- Adding apparatus work to sequences
- Performing sequences in small groups or pairs
Milestone Indicators
Key Teaching Points
- Balances must be held still for 3 seconds to show control and stability
- Pathways should be followed accurately with clear corners and edges
- Start and finish positions frame the sequence and signal beginning and end
- Travelling movements should connect smoothly between balances
- Safety is maintained through adequate personal space and controlled movements
- Creative choices should be celebrated while maintaining technical requirements
- Giant's story theme provides engaging context for skill development
Common Misconceptions
- Children may think faster movement means better performance - emphasise control and quality over speed
- Some may believe all balances should look the same - encourage individual creative choices within safety guidelines
- Misconception that pathways can be walked through the middle - clarify walking around the edges
- Children might think start/finish positions are optional - emphasise their importance for complete sequences
- Some may believe only difficult balances are good - celebrate appropriate balance choices for individual ability
SEN Adaptations
ADHD
- Shorter activity bursts with clear transitions, movement breaks built in, clear visual boundaries for pathways, frequent positive reinforcement
dyspraxia
- Larger pathway markers, simpler balance options, extra practice time, adult support for spatial awareness, breaking movements into smaller steps
autism spectrum
- Clear visual schedule of lesson structure, consistent routine for start/finish positions, quiet space available if needed, predictable sequence of activities
visual impairment
- Use bright coloured cones for pathways, verbal descriptions of all demonstrations, tactile markers for pathway edges, buddy system for guidance
hearing impairment
- Clear visual demonstrations, use of visual signals for start/stop, written sequence cards, ensure child can see teacher's face during instructions
physical disability
- Adapted balances for seated participants, wider pathways, alternative travelling methods, focus on achievable movements for individual capability
Cross-Curricular Links
English
Vocabulary development with gymnastics terms, storytelling through movement, describing own and others' work
Maths
Identifying and describing 2D shapes (squares, triangles), counting balances and corners, understanding sequences and order
Science
Understanding how the body moves and balances, forces needed to maintain stability, effect of exercise on the body
PSHE
Building confidence through performance, appreciating others' efforts, perseverance when learning new skills
Teacher Guidance
Positioning
Central position during demonstrations, move around groups during practice, return to central for performances
Observation Focus
Watch for pathway accuracy, balance control, sequence completion, and safe movement throughout
Intervention Points
Step in if children struggling with balance selection, provide guidance for pathway confusion, support nervous performers
Demonstration Notes
Always demonstrate at child level, use exaggerated movements for clarity, narrate actions as you perform them
Verbal Cues
- •'Hold that balance still as a statue!'
- •'Sharp corners on your pathway!'
- •'Show me your strong start position!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, ideally a school hall or large classroom with mats
Surface Check
Non-slip surface, mats properly positioned, no obstacles in movement areas
Equipment Safety
Safety Checks
- •Mats flat and stable with no curled edges
- •Cones placed away from movement areas when not in use
- •Adequate space between marked pathways
Risk Management
Key Risks
- •Collisions during pathway following
- •Falls during balance attempts
- •Equipment trips from scattered cones
Risk Mitigation
- •Clear personal space boundaries established
- •Adequate spacing between all pathways and work areas
- •Progressive skill building from simple to complex
- •Adult supervision during all balance practice
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during pathway activities
- •Monitor balance practice closely for safety
- •Ensure performance area is clear before demonstrations
Emergency Procedures
Stop signal established, clear space to access any child needing assistance, first aid kit accessible